SUMMARY.Intelligence (fluid-culture fair, and crystallized-traditional tests), fourteen primary personality factors (on the HSPQ), and fifteen dynamic structure factors (on the School Motivation Analysis Test), were measured on five samples of seventh and eighth grade children (Total N=563) involving (with the achievement test), eight hours of testing.Each of the three modalities of predictor accounted for about a third of the criterion variance, and since each has its own space, they together accounted for almost three-quarters of the observable variance, leaving one-quarter for environmental influences and accidents outside the child. The nature of the personality and motivation correlations, e.g., positive relations with super ego and self sentinlent factors, negatively with sensuality and pugnacity ergs, fits general motivation theory. Counsellers could thus increase predictive power by adding personality and motivation measures to the current ability tests. I.-CONCEFTS AND INSTRUMENTS FOR PERSONALITY-MOTIVATION MEASUREMENT.THE first half of this century saw a remarkable growth in the systematic understanding of human abilities, and of their predictive relation to various kinds of achievement. It produced a technology of scholastic measurement in which many thousands of specialists are now engaged and which has greatly increased the success of pupil placement, of remedial work with backward individuals, and of adaptation of curricula. It may well be that the second half will be a parallel development in the use of measures of personality and motivation in predicting and understanding achievement.The basic problem is the lack of valid and meaningful measures of personality and motivational variables. I t is possible to start with reasonably reliable scales measuring variables thought to be relevant in a particular situation. However, it will be difficult to interpret predictions of criteria, such as school achievement, obtained in this way unless the validity of the test is fully established, i.e., unless we know what the scale measures, and how this variable relates to other known variables. Such information is best obtained from comprehensive and systematic factorial studies of the structure of human personality and motivation, much in the way that Burt, Vernon, Thurstone and Guildford have studied human abilities.In the last decade, basic factor analytic research on general personality and motivation structure has reached a degree of stability of replication which has justified setting up personality scales in terms of the objective tests (the 0-A Batteries : Cattell, 1955) and questionnaires. The published versions of the latter at present available are : the High School Personality Questionnaire * The research reported therein was carried out through the co-operative research program of the Office ot Education, U.S. Department of Health, Education and Welfare. 280
PROBLEMThe application of a number of objective tests to determine motivation components is opening a new dimension in the study of attitudes. Cattell and Baggaley(60 ') studying the attitudes of Air Force men isolated five replicable and psychologically meaningful factors. Three were descriptiveIy identified with psychoanalytic functions ascribed to the id, ego and super ego, and the other two factors were descriptively related to the physiological involvement in an attitude and the repressed conflicts which an attitude summons forth. A previous study by RadclifTe (8) with a limited number of variables yielded results which largely confirmed the presence of these same motivation components in the measurement of children's attitudes. That study, like Tapp's('O) utilized group devices and therefore failed to isolate a delta factor.The purpose of this study was to replicate the three previous studies mentioned and to add instruments to measure the physiological components. It assumed the additional function of testing new devices utilizing psychodynamic principles which might clarify the manifest nature of the motivation factors thus far only descriptively identified. METHODSubject. The subjects for this study, as for the pilot study, were grade school children of both sexes from the public schools of Decatur, Illinois. The racial constituency was largely white, but included a few Negroes of insufficient number to warrant statistical recognition. Attitudes. To conform to the general pattern of the pilot studies@' l o ) this study was also primarily directed toward the measurement of attitudes toward movies and religion. Attitudes from eight other sentiment areas were included to be used as an "attitude pool". These other areas were: sports and fitness, comics, patriotipm, science, domestic tasks, out-of-doors, mechanical activities and pets. The religious attitude to be measured was "I want to go to church to gain help from my faith". The attitude toward movies was "I want to go to the movies". Test Devices. The test devices were carefully selected to fill several needs distinctive to this study. The criteria utilized in this choice were: historical effectiveness as markers of motivation components, adaptability physically and psychologically to a young population, and ability to discriminate between two or more conflicting hypotheses for the identifying of the same motivation components. Marker variables were chosen largely from the Catt,ell and Baggaley(60 ') studies. Statistical Analysis. The scoring of the test devices was largely ipsative, thus measuring not differences between individuals but differences between any individual's attitudes. These test scores for religion and for movies were intercorrelated into two separate matrices, each of which was then factored. Preliminary studies suggested that the extraction of fifteen factors should be adequate to include the significant interrelationships.The centroid factor structure was then subjected to standard oblimax rotation process as programmed on the Illiac...
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